Beiträge aus der Praxis der beruflichen Bildung Nr. 24 Development of a National Advanced Education System for Teaching and Management Personnel
Published by: Registered offices: Bonn and Eschborn Address: Responsible: On behalf of: Authors: Graphic Design: Graphics: Picture: Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH Käthe-Kollwitz-Straße 15, 68169 Mannheim, Germany tvet@giz.de. www.giz.de Academy for International Cooperation Human Capacity Development (HCD) for Vocational Education and Training Martin Purpur Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung (BMZ), Bonn Federal Ministry for Economic Cooperation and Development Hans-Peter Buggermann, Reichenbach an der Fils Reinhard Klose, Mannheim Andreas Hesse, fgl-werketage, Berlin Figures 1, 4 12: Hans-Peter Buggermann, Reichenbach Figures 2 + 3: Verordnung des baden-württembergischen Kultusministeriums über den Vorbereitungsdienst und die Zweite Staatsprüfung für die Laufbahn des höheren Schuldienstes an beruflichen Schulen (APrObSchhD) Vom 10. März 2004 GIZ / Thies Date of publication: November 2013 ISBN 978-3-944152-36-3
Development of a National Advanced Education System for Teaching and Management Personnel
Introduction The wide range of services offered by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH are based on a wealth of regional and technical expertise and on tried and tested management knowhow. We are a German federal enterprise and offer workable, sustainable and effective solutions in political, economic and social change processes. We are also engaged in international education work around the globe. Located in Mannheim and Magdeburg, the section Human Capacity Development (HCD) for Vocational Education and Training at the GIZ Academy for International Cooperation draws on over 50 years of experience in the field of international Vocational Education and Training. We are re-nowned for our excellent technical and regional competence and long-standing diversified national and international cooperation networks. Across the world, we offer our partners customised services in consultation, concept work and the implementation of Human Capacity Development programmes that consider the national needs and different target groups and intervention levels in Vocational Education and Training. Our partners also have the option of accessing existing standard offers. We combine a variety of education formats and develop demand-oriented, practical services for Human Capacity Development in Vocational Education and Training, labour market and employment. Our goal is to establish strategic personnel resources to promote sustainable social and economic development. The intention of this series is described in the title itself ( Beiträge aus der Praxis der beruflichen Bildung series on everyday practice in technical and vocational education and training). The objective is to prepare mutual learning experiences for implementation and use in Human Capacity Development programmes. The series has been regularly published since 2003 by the section Human Capacity Development for Vocational Education and Training Mannheim, and is available in printed and electronic form. These Reports originate in the partner countries, taking into account the specific local context will be tested with and for experts in Vocational Education and Training in the partner countries and in conjunction with relevant practice-oriented Human Capacity Development programmes, and will be improved and adapted with a view to global learning according to the recommendations of the partners or the results of the pilot events. We welcome critical and constructive feedback from all readers and users of the series. This report is part of a series of GIZ publications ensuing from Human Capacity Development programmes. At the end of this publication you will find an overview of all available titles in the series. Our special thanks go to everyone who has made invaluable contributions to these activities. Academy for International Cooperation Human Capacity Development (HCD) for Vocational Education and Training Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, Germany E: tvet@giz.de 4
Table of Contents Imprint... 2 Introduction... 4 Table of Contents... 5 1. Development of a National Advanced Education System for Teaching and Management Personnel... 7 2. Education Policy Guidelines and their Implementation... 8 3. Structure of Teacher Education... 9 4. Institutional Structure of Teacher Advanced Education... 12 5. Organisational Structure of an Advanced Education Institute... 15 6. Demand and Programme Generation... 17 7. Publication of the Advanced Education Programme and Registration for Courses... 19 8. Use of Teaching Staff in Teacher Advanced Education... 20 9. Structure of Teacher Advanced Education... 23 GIZ Profile... 25 Publications Available... 26 5
Individual learning does not guarantee organizational learning [that will lead to changes]. Peter M. Senge: The Fifth Discipline: The art and practice of the learning organisation. 1990, 2006. 6
1. Development of a National Advanced Education System for Teaching and Management Personnel Constant updating of knowledge has received much international attention and is particularly important for the development of societies that lack natural resources. Many countries therefore allocate a high priority to developing their knowledge society. A highly efficient and key building block in becoming a knowledge society is undoubtedly the human capacity development (HCD) of an education system s personnel and their related teaching, managerial and administrative functions. Human capacity development plays a leading role in meeting technological, economic, ecological and social changes. In many countries, however, teacher advanced education in the vocational training institutions is sporadic rather than systematic both in vocational and in technical subjects. National, bilateral and international organisations often realise their planned advanced education events - that are communicated but not coordinated with others in isolation. Only rarely do national vocational training institutions provide annual catalogues with an overview of all the relevant advanced education courses available to vocational schools for personnel qualification. Technology and educational developments are described and widely published in vocational curricula and education plans, yet have no effect on instruction and teaching quality because the teachers have not been made familiar with the education reforms. It is vital to create a dynamic offer of sustainable HCD programmes of the highest technological and teaching standards, embedded in an advanced education system that is networked with the schools, provincial authorities and the national education administration. Only then can the objective of introducing a comprehensive national advanced education system for teaching and management personnel be attained. Ultimately, this is a decisive factor for achieving the urgently needed labour market-oriented vocational qualifications for young people with the aid of better qualified education personnel. A national advanced education system targets sustainability if it has been developed by the country s national and regional decision-making bodies in vocational training. Having thus contributed to the concept, these individuals will consequently be qualified to effectively implement the system at all levels. The requirements of the knowledge society can therefore be much better met and the advanced education system much better realised with a pool of decision makers who are familiar with the development of the advanced education system. The report covers the major elements necessary for the fundamental establishment of an advanced education system. The primary elements should enable comparisons between the partner institutes and support independent development of an own advanced education system. An initial stage of vocational advanced education system development involves drafting key parameters: a structure for teacher advanced education with a nationwide network of teaching personnel for every vocational discipline and for pedagogic issues, the implementation of education policy guidelines, the institutional set-up of teacher advanced education and the organisational set-up of a teacher advanced education institute, course demand and programme generation, announcement of and registration for advanced education. These and further fundamental issues will be competently addressed in this report, from both a technical and development-related viewpoint. The report on everyday practice in technical and vocational education and training can be used for self-study and for cooperative learning. 7
2. Education Policy Guidelines and their Implementation Reform processes in vocational training systems can only be successful if the involved parties (teachers, school principals, faculty heads, teacher trainers, school developers) in the ministries and subordinate institutions are suitably and timely trained and qualified. The measures range from short-term adaptation qualifications to developing and anchoring long-term training and advanced education offers and concepts for the personnel. All the while, the profiles of vocational training must be continuously adapted to the dynamic progress of vocational education, the economy, technology and society. It is important that everyone involved at the different levels of responsibility of vocational training develops an appreciation for this. School principals play a key role here and must be in a position to recognise and realise these changes. Students learning outcomes at vocational schools primarily depend on the technical-educational quality of the teachers and the organisational conditions. Teachers must be state-of-the-art with their respective subject area academically as well as in practice-oriented and methodical terms. The design and organisation of initial and advanced teacher education is therefore a key to the development of a vocational school system. As such, a systematic, one-source teacher education concept, that includes initial and advanced teacher education and is structured and coordinated in successive units, should be developed for the vocational school teachers. The objective is to further develop and consolidate at a high standard the quality of vocational schools in general, and in teaching in particular, with the aid of systematic and structured teacher education. 8
3. Structure of Teacher Education Teacher education has the core objective of teaching and further developing pedagogical skills and the necessary scientific and practical basics. This advanced education is embedded in the teacher education system. The system comprises initial teacher education at the respective University (phase 1), followed by practical in-school training (phase 2), up to permanent advanced education (phase 3), in which teachers will participate at every stage of their career. The respective advanced education institutions must observe the education policy guidelines of the responsible education ministry and the relevant articles of the national development plan in all their concept developments and activities. In the state of Baden-Württemberg, initial and advanced teacher education is structured as follows: Figure 1: Three pillars of teacher education Phase 1 Phase 2 Phase 3 Studying at a university and professional practice in a company (initial training) Training in school and at the teacher training institute (preparatory phase / trainee teacher) Being a vocational school teacher: permanent advanced education throughout the entire professional life Initial Teacher education (in phases 1 and 2) should qualify the teachers to implement education-policy guidelines and the teaching objectives of the respective curriculum in class, to enable students to think independently and in a subject-oriented manner, and to train the students technical competencies over the long-term. 9
Becoming a teacher at a vocational school Figure 2: Two types of teachers for vocational theory and professional practice University graduation (Master degree + min. 1 year of professional practice), e.g. in technology, commerce, social science, agriculture... or as a technical instructor or business teacher... 18 months of preparatory phase (=student teacher training) at the teacher training institute (theory) and at the training vocational school (practice) An exam pass provides eligibility to apply for a position as a vocational school teacher Academic teacher Intermediate secondary school leaving certificate and completed vocational training in an industrialtechnical trade and master craftsman examination followed by at least two years of practical professional experience Employment as a technical teacher incl. 12 months of training at the teacher training institute (theory) and at the training vocational school (practice) An exam pass provides eligibility for a permanent position as a technical teacher at vocational schools Technical teacher 10
Figure 3: Initial teacher education in practice Duration and structure of the preparatory phase for academic teachers 1.5 years (3 school terms) 1st and 2nd term: Introduction to educational and tuition work, training at the teacher training college and in school, start of a 2-week compact phase at the teacher training college 3rd term: Education and teaching practice at a school Duration and structure of the extra-occupational training for technical teachers 1 year extra-occupational; 6 hours release from work per week Subjects at the teacher training college: Pedagogy, psychology, principles and methodology of practice-oriented teaching, subject-specific events and teaching exercises, school law, youth and civil service law, school organisation Source for figure 2 and 3: Verordnung des baden-württembergischen Kultusministeriums über den Vorbereitungsdienst und die Zweite Staatsprüfung für die Laufbahn des höheren Schuldienstes an beruflichen Schulen (APrObSchhD) vom 10. März 2004 A concept needs to be created for the time following the 2nd phase of teacher training (the career entry phase) that serves professional initial experience exchanges. At the earliest convenience, and under competent guidance, teachers should be given the opportunity to discuss and subsequently find solutions for any problems and issues relating to their professional situations in cooperative case conference groups with other entry-level professionals. 11
4. Institutional Structure of Teacher Advanced Education Ensuring professionalism in teacher advanced education requires a certain organisational setting and involvement in the education policy system. Figure 4: Proposal for organising an advanced teacher education system Ministry for vocational training [a] Curriculum development institution [b] Teaching training institute for the 2nd phase of teacher training (practical training phase) [c] Cooperation on concept work and realisation of advanced education with Central advanced education offered by the academy [d] Regional advanced education services offered by the provincial school boards [e] make use of the central offers support the design of advanced education make use of the central and regional offers Vocational schools [f] 12
A sample list of the tasks of the involved organisations as part of teacher advanced education [a] Ministry tasks Overall process management in advanced education of teaching and managerial personnel Specifications of the education policy framework conditions Provision of resources Definition of contents and target groups Identification of necessary quantities Management schedule for advanced education projects and tasks [b] Tasks of the curriculum and media developers for teacher advanced education programmes Participation in teacher advanced education on curriculum realisation Participation in teacher advanced education on new teaching and learning materials Delegation of syllabus developers as advanced educators [c] Tasks of the institution responsible for the second phase of teacher training (the student teacher phase) Participation in the development and realisation of concepts for advanced education Coordination of methodical developments Participation in the realisation of advanced education by delegating consultant teachers Participation in the work groups on advanced education planning at central, regional and school levels [d] Tasks of the central advanced education institution Development of nationwide advanced education concepts and offers Further development of an advanced education culture Operative planning of own training courses Catalogue creation and calls for tenders of academy courses Evaluation and assessment of the courses Set-up and maintenance of a database for participant data, course tutors, trainers, etc. Management and supervision of the task force groups responsible for creating the annual/semiannual programmes (consultants, experienced teachers and/or tutors, and if necessary, specialists from private enterprise, administration. Qualification of tutors with special tasks, e.g. as multipliers in advanced education, school developers, consultants, department heads of vocational schools, school principals Certification of external offers Realisation of advanced education courses Generation of statistics for further development purposes, PR work, ministry requirements [e] Tasks of the regional teacher advanced education institutions (public authorities, institutions, provincial governments) Coordination and cooperation with the central advanced education bodies Organisation of regional advanced education Recording, collection and coordination of the demand for advanced education submitted by the schools Establishment of a system of qualified advanced educators, consultants, school counsellors Organisation of assignments Support for the schools in their advanced education plans and in the realisation of school-internal advanced education 13
f] Tasks of the vocational schools Teachers and management personnel of the vocational schools are the recipients of the services provided by the above-named organisations. Nevertheless, these organisations can only coordinate their tasks to the exact needs of the schools if the schools themselves in the course of their advanced education planning define their specific needs for advanced education, which are then coordinated as part of the entire planning. The schools are to define, in an annual advanced education plan, their school development-related qualification requirements and measures. These should include: planning and definition of personnel development measures, definition of school internal and external qualification measures, definition of the type of content multiplication of the attended advanced education and a respective schedule. Figure 5: Demand and supply-oriented process of advanced education concepts and programme development Advanced education needs of the schools / teaching staff Ensuing from: school concept school advanced education plans school evaluation outcomes agreed targets between schools and school supervisory boards technical, economic, social developments etc. bottom up top down Education policy government specifications Ensuing from: education plans new school types school evaluation outcomes new subjects final examinations etc. 14
5. Organisational Structure of an Advanced Education Institute The structural and process organisation of the advanced education institute must be such that it meets the requirements arising from the education policy conditions, regional particularities and responsibilities of the provincial governments, and of advanced education provided by the vocational schools. The process organisation regulates the work and information processes of the organisation, and is to be designed such that it complies with the criteria of high capacity utilisation, low administration costs and efforts, flexible processes, safeguarding of quality standards and quality developments, adherence to schedules, etc. The effectiveness of uniformly applying standardised process descriptions (according to established quality systems such as ISO or EFQM) for the individual processes has been proven. In all processes it should be ensured that the offered advanced education courses take into consideration the demands voiced by the vocational schools and the education policy conditions. The structural organisation, as a formal matrix for organisation, must take the above conditions into account. Figure 6: Example of an institutional organisation for advanced education for teaching and management personnel Manager Deputy manager Course organisation Administration Building administrator in the case of own building Concept creation services Organisation Facility management Course management Accounting Hotel management Course planning Internal administration Kitchen/canteen Course assessment Purchasing Reception 15
For course organisation it is vital that the courses are run by individuals with teaching experience in vocational schools (teachers/tutors) as well as in advanced education (teacher trainers, consultants, school counsellors). To achieve high flexibility within the system and to ensure long-term viability, it makes sense to lend out these persons (so-called academy instructors) to the institution as required. This will ensure staff rotation and can lead to a win-win situation for everyone. For the educational system: Highly qualified staff is also available for other management tasks. For those involved: Proof of successful work experience in teacher advanced education can have a beneficial impact on career opportunities. For the advanced education institution: Highly qualified and motivated staff is interested in taking on advanced education tasks. 16
6. Demand and Programme Generation Responsibility for the further development of schools and teaching primarily lies with the schools themselves, who must then implement the respective education policy requirements within their organisation. Consequently, planning the qualifications of the teaching staff and school-related advanced education is also in the hands of the school. Teaching development, school development and staff development should all tie in with each other. The continuing education provider must react to these requirements by anticipating the potential demand when developing the services (education offers), generating respective concepts and advanced education courses, and by finding and qualifying trainers/tutors for these programmes. Figure 7: Interest groups and activities for planning advanced education programmes for teaching and management personnel Ministry education policy requirements Central academy level Provincial level Vocational school level Organisation and realisation of central advanced education offers for vocational schools Organisation of the centrally coordinated regional advanced education offers for vocational schools Development of own advanced education plans Reporting and coordination of the demand for advanced education with the regional head office for advanced education Attend advanced education courses 17
Contributors to programme generation It is vital that all levels of school administration are represented and networked during the programme generation phase. Central work groups Programmes should be developed under the guidance of the respective academy instructor in cooperation with the teaching staff. The latter should be highly qualified specialists in the expert field with respective expertise in methodology/teaching principles. These same specialists should also be involved in shaping the advanced education on a regional level. Additional experts from industry, universities or other organisations can be consulted if and as necessary and according to any particular needs. Example of the programme topic scope Several subject teachers work together in a central working group and prepare the advanced education concept for their specialist area. Teachers from different regions should be members. Figure 8: Central work groups for vocational subjects and management training Central work groups metal engineering automotive engineering electrical engineering business administration Work group tasks Drafting the advanced education concept Drafting individual advanced education courses Nominating managers for the individual advanced education courses Nominating instructors for the individual advanced education courses Nominating persons for special advanced education courses Persons who are represented in a central work group should simultaneously also be members in the regional work groups to ensure good coordination and cooperation between the central and the regional levels. The regional work groups assume the tasks of the continuing education programme generation on a regional level. Figure 9: Regional and Central Work Groups Central work groups Participants should be identical Regional work groups 18
7. Publication of the Advanced Education Programme and Registration for Courses Publication of the advanced education programme should be: informing all schools via posters, flyers, brochures, and in electronic form via the internet on the information platform of the advanced education institution. Publications should guarantee that information about advanced education reaches the school principals, the various departments and also the individual teachers. Experience shows that a semi-annual or annual programme with respective announcements of the courses and, approx. 3 months prior to course begin, a short programme with detailed contents of the course, are effective. Schools should register the teachers directly with the respective institution for participation in the advanced education. The principals may agree to or reject participation (stating reasons). 19
8. Use of Teaching Staff in Teacher Advanced Education In central and regional advanced education for qualifying teachers in vocational subjects, the teaching staff should include a mixture of teaching professionals as well as specialists from industry, technology, academia, associations, social institutions, etc. The following diagram represents a guideline for the composition of teaching staff in the vocational subjects. Figure 10: Guideline for the recruitment of trainers and consultants for advanced education programmes Trainers and consultants for advanced education come from: Private enterprise 30% Schools 50% Universities, associations, chambers, etc. 20% Each course should be managed by a teacher in order to ensure that the requirements of the schools and the lessons are reflected in the concept of the advanced education courses. The high number of teachers needed for advanced education requires that they have special qualifications, as the quality of the advanced education significantly depends on these teachers. In addition to their subjectrelated and pedagogic skills, they must also have knowledge and expertise in adult teaching methodologies. An advanced education system must therefore provide ways and qualification procedures to qualify adequate teachers for that system. 20
Figure 11: Steps to develop a system of qualified teacher trainers Consultant Teacher (CT) prepares teacher advanced education measures on key topics of nationwide validity; works as a tutor in central and regional teacher advanced education; manages subject-specific work groups; organises symposia also in cooperation with third parties (academia, enterprises, associations); manages projects, cooperations, competitions; tests and develops new methods, subject-related content, media for teaching and learning; implements the acquired competencies of good teachers in a professional way; has good communication skills ; carries out counselling and appraisal interviews with teachers to promote tuition and tutor character quality. Excellent Teacher (ET) applies the acquired GT skills in everyday school life in a professional way; determines the demand for advanced education under consideration of all the significant frame parameters; plans and designs teacher continuing education; works in advanced education with methods and media suitable for adult learners; evaluates advanced education measures; secures and develops the quality of advanced education. Good Teacher (GT) uses contemporary teaching methods and media in teaching and learning; is familiar with general and subject-specific didactic concepts; takes teaching psychology findings into consideration during teaching planning, uses appropriate forms of performance measuring; continuously works on improving the quality of teaching; cooperates with partners from business and commerce. 1st step 2nd step 3rd step Qualified Teacher (QT) has several years of practical teaching experience. 21
Good teaching staff, who have several years of experience in teaching in their specialist field, are often willing to pass on their expertise and experiences to other teachers. It can therefore be useful to devote extra attention to this group to selectively win them for advanced education, and to train and qualify them to this purpose and as future consultant teacher. The candidates should have qualifications in subject-specific, methodical, pedagogic and organisational matters; the skills and willingness to familiarise themselves with issues related to teacher training, and teacher advanced education in particular, and school development; an open mind for innovations; self-initiative; excellent communication skills; an understanding of school administrative processes and management tasks; willingness for continuous independent advanced education according to the job specification. The concept work, preparation, generation and realisation of advanced education series for training of prospective and already active consultants is essential for the development of a functioning advanced education system (see also www.lehrerfortbildung-bw.de/qm/ fachberater [available in German]). The advanced education series should have a modular concept that includes the categories: basic training with compulsory modules, self-learning phases, and continuous advanced education. Based on the concept model of the state of Baden-Württemberg, the basic continuing education series should comprise the following scope of issues: Modular curriculum to qualify teacher trainers Part 1 Adult learning Structure and planning of advanced education courses Role perception Advanced education within the system Part 2 Group phases and group processes Communication, counselling techniques Self-perception, third-person perception Feedback Moderation & presentation methods Part 3 Group management Communication models Group dynamics Understanding and conducting processes Change management Consultation Part 4 Complex practice situations / simulation games / role plays Forms of reflection Self-development planning Evaluation 22